DEVELOPMENT FROM CONCEPTION TO AGE 16 YEARS

Development From Conception To Age 16 Years



Development From Conception To Age 16 Years

TASK E1

All children can learn? but not all children learn in the same way? at the same time or at the same rate—learning is an individual process. Meeting children's diverse learning needs means identifying needs? developing individual goals and objectives for a child? selecting or designing appropriate supports and services? and then choosing the best learning setting. (Cowan 2002:65-78)

There are a number of guiding principles for effective programming? including the following.

Programming must be based on an individual student's needs? but it may be provided within the context of a learner group composed of a number of individual students? each with unique needs.

Programming is an active process? which is continuously monitored and adjusted to meet a student's needs.

Many practices used to support students with special needs will benefit all students.

Programming requires consistent use of strategies across settings and grades.

Programming requires teamwork and collaboration among students? parents and school staff.

Programming requires ongoing communication.

Programming requires an organizational structure and school culture that support collaboration? parent involvement? individualized program planning and accommodation.

TASK E2

A child's social-emotional development is as important as her brain and physical development. It is her desire to connect with others that motivates her to learn. And her sense of who she is in the world deeply impacts how much and how well she learns? as well as the quality of the relationships she builds with others.

Babies are not born with self-control. However? babies begin developing self-soothing skills—the beginning of self-control—in their first months. For example? many babies learn how to soothe themselves by sucking on a pacifier or finger. This helps them cope with waiting while their mother gets ready to feed them. Here is another example:

A 9-month-old grabs the television remote. He is happily pushing buttons when his mother gently removes it from his hand and puts it on a bookshelf. She says: “The remote control is not a toy? sweetie. But how about this instead?” She gives him a toy with buttons to push and doors to open. This baby is learning about self-control because he has to accept a substitute toy—although his mother made sure he could still explore with his hands. (Dockett 2005:15-74) Hearing babies cry can be very stressful and frustrating. It can make you feel worried or even make you feel powerless—when you want to help a baby feel better but can't figure out what to do. When you feel this way? it's best to put the baby down somewhere safe (like a crib) and take a few moments to soothe yourself. The calmer you are? the calmer the baby will be. (Dockett 2005:15-74)

If a baby is crying? it's often because she needs you to help her calm down because she is feeling overwhelmed. You can't “spoil” a baby by holding her. Babies need your love and comfort. This helps them grow up to be secure and confident ...